1. HAGIOGRAPHY IN INTERNET GIRONA meeting 4 -6 NOVEMBER 2005

2. 1 st year’s activities Cultural excursions in projects spirit ( churches, monasteries, old towns with byzantine monuments), art laboratories in byzantine art special techniques.. Searching in Internet for virtual art galleries referred to Hagiography

3. Priorities 2 Sending the material to the coordinator in order to compose them in a common final product ( DVD or book edition ) Meeting in Italy in order to confirm the final content of the product and the most suitable form and cost ( March/ April) Updating a web site with the projects activities

4. 2 nd year’s priorities (1) Collecting Material Photographs From the activities Learners opinions and experiences Students Creations In paper / dvd

5. PROPOSED STRUCTURE Hagiography in internet ( 1 ST PAGE ) Sub title : “ Hagiography and Internet in adult education as a tool for deaf people social incorporation and activation” Editors : ( representatives per country )

6. Contents : KEK DAFNI 1/ 2 PAGES Introduction : life long learning > grundtvig 2 framework ( general objectives )> human being in cultural and technological contexts > intercultural values > learning for change > solidarity and opportunities for disable ( KEK DAFNI )

7. ALL THE PARTNERS up to 5 pages /partner 2. References to deaf reality in each country ( macro and micro presentation : the social – state system ( macro), the personal daily life of a deaf learner ( micro ) : a Greece : macro / micro b. Cyprus : ….. c. Italy……. d. Poland…… e. Spain …….

8. Projects presentation : the two learning pivots Hagiography- Internet : The combination of the two of them ( KEK DAFNI) How each partner had been involved in : each one of the partners description ( UP TO 5 PAGES PER PARTNER ) ( description of the general activities, focus in one typical learning meeting, learners opinions, learners artifacts, photographs, educators involvement and whole experience, considerations, learning techniques, general methodology, problems, emotional environment, size of group, evaluation, learning meetings coordinator, …… ……….)

9. epilogue GENERAL OPINIONS FROM THE PARTNERS INVOLVED concerning to : art in pedagogy religious art as an intercultural issue or/ and …( emotional literacy ; experiential learning path; communicative action; ) ICT in social incorporation

10. Authentic material Paintings in photograph Portfolio from internet activities Laboratories participation Etc